Teaching Robotics Through Play and Challenge Euan McGookin Department of Aerospace Eng. (formerly Dept of Electronics & Electrical Eng.) University of Glasgow

Outline Robotics Course Structure Challenge of Robotics Play with Robotics Lecturing Approaches LEGO Robotics Feedback & Analysis Conclusions

Robotics Course Structure LecturesLaboratories Sensors & Actuators 20 Lectures Exam (75%) Competition (25%) LEGO Based Robotics 15 hours Industrial Robotics 15 Lectures

Lecture Content: Challenge Highly mathematical robotics content – sensors, actuators, kinematics, dynamics, control and systems Theoretical aspects of design and analysis Very difficult subject matter to learn and teach Requires reinforcement of material to ensure teaching outcomes are achieved – examples and questions

Lab Content: Play Practical implementation of sensor, actuator and programming Introduction of mobile robotics Fast prototyping of mobile robots for a competition – either robotic gladiatorial games or olympics Team based activities to ensure no individual is overworked Fun approach to learning practical concepts which provides counter balance for the lectures

Applying the Challenge Engagement with lecture activities and reinforcement of subject matter ensured through challenge based approaches to lectures These are implemented through three techniques: -Board Work -Direct Questioning -Mid-lecture Breaks

Board Work A key part of the robotics course is practical reinforcement of knowledge through problem based session in the lecture These examples are undertaken on the board and involve all of the student cohort The initial part of the problem is carried out by the lecturer, as an example The rest of the problem is solved by volunteers selected from the audience All of the cohort are involved by providing advice for the volunteer

Direct Questioning Reinforcing taught subject matter is essential for achieving the desired pedagogical outcomes of the lectures This is achieved through direct questioning at the beginning and at appropriate points during the lecture Selection of student to be questioned is initially voluntary and then random if no volunteer is forthcoming This very stressful approach ensures that the students engage with the learning process

Mid-lecture Break The third technique is not a challenge aspect but provides compensation for the stress of the other techniques This involves a mid-lecture break (of a few minutes) to reinitiate interest in the lecture The break can take the form of a discussion about an unrelated topic e.g. a current film review Such a break is necessary to make sure that the students feel unthreatened and an informal environment is established within the lecture theatre.

Initiating Play The counterpoint to the challenging lectures is the robot construction laboratory sessions In order to ensure that the students do not spend too much time constructing their robot designs, LEGO Mindstorm is used This is a fast prototyping medium for the design of robotic systems that illustrates some of the practical constraints of robot manufacturing Also, the use of LEGO introduces an element of childlike play into the laboratory session that provides an enjoyable release from the lectures

LEGO Robot Construction The Lab sessions involve the construction of LEGO Mindstorms based robots for a competition i.e. robot gladiators or olympics The teams design, construct and programme their robots so that they are fit for purpose The rules for the competition specify the restrictions for the design process

LEGO Robots LEGO designs for the Gladiatorial Robot competition

Lab Competition The final activity for the laboratory sessions is a competition where students give presentations and then perform the specific tasks THE ARENA 2m 1.5m 0.3m

Student Feedback Student feedback, from questionnaires and small group discussions, has been positive about this dual approach to teaching robotics Most students have participated well in both the lecture and lab sessions Attendance and examination results have been very favourable, indicating that the student have engaged well with the learning process

Finding the Balance This dual approach has to be handled carefully as a balance is needed between the challenge and play Too much challenge will cause the students to be too stressed Too much play will distract from the learning outcome of the course A light, well humoured approach is needed to ensure success

Conclusions A success dual approach has been employed in the teaching of robotics Challenge ensures that the students engage with the learning process in lectures Play ensures that the students have an enjoyable practical element to the course Feedback indicates that this approach provides the necessary learning environment A balance is needed between challenge and play for the pedagogical outcomes of the course to be successfully achieved